Indian Education Division January 31, 2017 Navajo Nation Department of Dine Education Education Summit Latifah Phillips, Assistant Secretary of Indian Education

Setting the Context for Indian Education New Mexico ranks as the 4th largest state population of American Indians (194,000) American Indian (AI) students comprise approximately 10% of the public school student population (~35,000 students) 60% of the 23 Native-serving districts have AI student populations of 40% or greater Four (4) of the Native-serving districts have 85% or more AI student population (Dulce; Central Consolidated; Gallup-McKinley; Zuni) ~50% of the Native-serving districts have at least one (1) school building where American Indian students are the majority sub-group ~6,000 American Indian students attend Bureau of Indian Education (BIE) federally-funded public schools ~15 school districts receive students from 35 BIE elementary schools within their K-12 feeder pattern Trailing Arizona, California and Oklahoma

Overview of American Indian student landscape in New Mexico 22 NM Tribes and Pueblos have students in NM public schools 23 Native-serving School Districts 6 Charter Schools Serving American Indian Students on and off Tribal land NACA, Walatowa, San Diego Riverside, DEAP, Six Directions, Dream Dine

Current NM Indian Education Service Regions REGION I REGION II REGION III School District Pueblo/Tribe/ Nation Pueblo/Tribe/Nation Bloomfield Navajo Nation   Zuni Bernalillo Cochiti, Santo Domingo, San Felipe, Sandia, and Santa Ana Farmington Urban Magdalena Albuquerque Central Gallup Navajo Nation & Zuni Jemez Valley Zia and Jemez Cuba Grants-Cibola Laguna, Acoma, Navajo Nation Jemez Mountain Aztec Penasco Picuris Espanola Ohkay Owingeh and Santa Clara Pojoaque San Ildefonso, Nambe, Pojoaque, Santa Clara, Ohkay Owingeh, Tesuque Taos Rio Rancho  Urban Santa Fe Ruidoso Mescalero Apache Tularosa Los Lunas Isleta Dulce Jicarilla Apache In our urban districts, we have students representing, in some cases, over 125 Indian nations

Milestones in Indian Education in New Mexico Indian Education Act of 2003 Established the Indian Education Division and Assistant Secretary position Identified 11 purposes for Indian Education and 12 reporting areas Created the Indian Education Advisory Council – 4 representatives from the Navajo Nation Established the Indian Education Fund Tribal Education Status Report Consultation Policy and Practices Semi-Annual Government to Government Semi-Annual Indian Education Summit State-Tribal Collaboration Act, Summit and Partnership with Indian Affairs Collaboration and Communication Policy between PED and Tribes Regional EA technical assistance Data-sharing MOUs with BIE and Tribes (State Tribal Education Partnership) Native Language Programs in Schools Native Language Teacher Certification Process Language and Culture Grants to Tribes Indian Education Grants to School Districts Educator Pipeline These accomplishments set us apart from other states with Native populations; TESR has been a compliance document for a long time, which we’ve worked to change, but reporting is the first step in understanding how to address our needs Many states don’t have Education Administrators to support across the state

Mission and Vision of the Indian Education Division To increase American Indian student academic and cultural achievement through culturally-relevant pedagogy, native language, and collaborative partnerships. Vision All American Indian students will become proficient in academic, cultural, and leadership standards to become productive and contributing members of their Pueblo/Tribe/Nation and State. Mission and vision adopted by the Council and Indian Ed together

Current Status of American Indian Students Student Achievement School Safety Attendance Graduation Rate Mobility Rate Indian Education Act outlines 12 reporting areas. We will speak to 5 areas today.

Student Achievement

School Safety Look at building compliance with safety standards as well as school climate. Are some districts reporting better than others? Do some districts have a higher percentage of the infractions, thus skewing the averages for the rest of the state?

Attendance

Graduation Rate

Mobility Rate BIE system likely increases mobility since students have a right to a seat in their public school attendance zone and a right to their BIE school. Didn’t report on NA mobility this year because the numbers were startlingly high and we wanted to understand the data better before reporting it.

Priority Areas for Indian Education Attendance and Truancy College and Career Readiness and Pathways Cultural Competency Training and Culturally Responsive Education Maintenance of Language and Support for English Learners School Systems Alignment (PED-BIE-Tribally Controlled) Site visits and formal consultations led us to identify these 5 priority areas Presentation is structured to demonstrate what we plan to do and who we believe our strategic partners will be. (Define strategic partnership – want access to your expertise, what resources and connections can I tap into?) Many areas we don’t have authority over; but we seek to influence through education, advocacy and collaboration.

PED-BIE-Tribally Controlled Schools Alignment Next Steps 2016-2017 Milestone/Task Strategic Partnerships Provide technical assistance to Districts and Tribes in the development of plans for educational systems alignment, recognizing BIE-operated and Tribally controlled schools as part of a pre-k-12 feeder pattern. -transition planning -school accountability -data-sharing -data-reporting -English learner identification process and program support -Special education identification process and program support   Department of Dine Education / Tribally Controlled School Leadership Bureau of Indian Education (BIE)  PED Policy Office

Every Student Succeeds Act (ESSA) Primary law governing K-12 education in the United States Requires states to submit a plan for implementation of the new law New Mexico partnered with New Mexico First to facilitate a series of 20 meetings throughout the state Gallup, Farmington, Santa Fe, Albuquerque, Roswell, Las Cruces, Tribal Government to Government meeting Over 600 participants in in-person sessions Over 400 surveys submitted Site visits and formal consultations led us to identify these 5 priority areas Presentation is structured to demonstrate what we plan to do and who we believe our strategic partners will be. (Define strategic partnership – want access to your expertise, what resources and connections can I tap into?) Many areas we don’t have authority over; but we seek to influence through education, advocacy and collaboration.

Every Student Succeeds Act (ESSA) Specifically sought feedback on 5 variables within ESSA reform Student accountability and report cards Student assessment and coursework requirements Identification and support for English Language Learners Support for low-performing schools Support and evaluation of teachers and school leaders Site visits and formal consultations led us to identify these 5 priority areas Presentation is structured to demonstrate what we plan to do and who we believe our strategic partners will be. (Define strategic partnership – want access to your expertise, what resources and connections can I tap into?) Many areas we don’t have authority over; but we seek to influence through education, advocacy and collaboration.

Thank you!